Accelerated Core 7

SS Workbook: Put a Post-it note or flag on page 45 and your diary on page 50. Pass up. Pass up your Unit 1, Lesson 4 Packet You beat Mr. Simms!   Today's tests have been moved to Monday. You earned a day of movie & junk food.  Congratulations. Homework: You are not too old to trick or treat: go eat lots of candy.  Bring me all the stuff you don't like. Note: CJSF applications are due Friday, November 8.  This three-day weekend might be a good time to do your community service hours.

1.      Opening A.    Reviewing Reader’s Notes and Unpacking Learning Targets (5 minutes) •      I can use quotes successfully to support an analysis of the central ideas of “The Border.” •      I can write with precision about “The Border” using the “quote sandwich”. •      By engaging in a discussion with my partner, I can analyze “The Border” to deepen my understanding of its central idea. 2.      Work Time A.    Drafting "The Border" Constructed Response to prepare for tomorrow's Mid-Unit Assessment (15 minutes) B.    Setting Up Discussion Appointments (5 minutes) C.     Peer Critique: “The Border” Short Response (15 minutes) 3.      Closing and Assessment A.    Reflecting on the Writing Process/Reviewing Learning Targets (5 minutes) B.  SS p. 45 C.  Review Game D.  Time to build a Quizlet set, check your grades online, print the CJSF application materials, or work on homework 4.      Homework Finish revising “The Border” Constru

Turn in: Unit 1, Lesson 2 1.      Opening A.    Review Homework/Unpack Learning Targets (5 minutes) •      I can use quotations from “The Border” to support an analysis of the text. •      I can trace the development of the central idea of “The Border.” *  I can analyze the interactions between individuals, events, and ideas in “The Border.” 2.      Work Time A.    Modeling Reading Strategies with “The Border” (10 minutes) B.    Central Ideas of “The Border”: Close Read (15 minutes) C.     Quote Sandwich: Back-to-Back and Face-to-Face (10 minutes) 3.      Closing and Assessment A.    Reviewing Identity Anchor Chart and Learning Targets (5 minutes) 4.      Homework --Complete all of your Unit 1, Lesson 3 Packet, including the Quote Sandwich on a separate piece of paper. --Make sure all of Lesson 6 (Workbook pages 45-50, all parts) are complete & here at school on Thursday.   --Study for the SS Lesson 6 Quiz on Thursday. --Read a good book. N

1.      Opening A.    Collecting Homework/Identity Journal Entry Task (5 minutes) B.    Unpacking Learning Targets (5 minutes)   I can cite specific evidence from “Team Players” to support an analysis of the text.   I can determine the central ideas in “Team Players.” I can analyze the interactions between individuals, events, and ideas in “Team Players.”  2.      Work Time A.    Reading and Answering Text-Dependent Questions: “Team Players” (20 minutes) B.    Guided Practice: Reader’s Notes: “Team Players” (10 minutes) 3.      Closing and Assessment A.     Reviewing Identity Anchor Chart and Learning Targets (5 minutes) B.   Quiet Work Time: --AR --Start homework --Build a Quizlet --Watch this video: 4.      Homework Complete all of the Unit 1, Lesson 2 Packet:  the Identity column and the Reader’s Dictionary for “Team Players.” Social Studies Lesson 6, Sections 7 & Lesson Summary : Read Textbook p. 84-85/Complete Workbook p. 50 Read

1.      Opening A.    Identity Entry Task/Unpacking Learning Targets (5 minutes) 2.      Work Time A.    Nadia’s Hands (10 minutes) B.    Who Am I on the Outside? External Identity (12 minutes) C.     Who Am I on the Inside? Internal Identity (12 minutes) 3.      Closing and Assessment A.    Revising Identity Anchor Chart and Reviewing Learning Targets (6 minutes) B.  Review essays from Module 1 & reflect--TURN IN! C.  Begin homework or AR Time: Read silently, check out a book, return/renew books to our class or school library, take an AR test in the library, check your AR progress for Q2 and make sure all Q2 AR tests got credited. 4.      Homework Unit 1, Lesson 1 Packet : Read the excerpt from Not Much, Just Chillin’: The Hidden Lives of Middle Schoolers , pages 24 and 25. Complete the homework questions on pages 26 and 27. SS Lesson 6, Sections 5 & 6 : Read Textbook p.  82--83/Complete Workbook p. 49 Read a good book

1.     Opening A.     Review Learning Targets Entry Task (5 minutes) •      I can present my two-voice poem, using appropriate eye contact, volume, and pronunciation. *  I can demonstrate correct grammar and usage when presenting my two-voice poem. 2.     Work Time A.     Two-Voice Poetry Readings (25 minutes) B.     Celebration (5 minutes) 3.     Closing and Assessment A.     Module Reflection and Collect Final Poems (10 minutes) 4.     Homework       A.     Complete Social Studies Textbook p. 79-81 and Workbook p. 47-48       B.      Read a good book and get parent signatures in your Q2 AR Log, if needed.       C.      Put all A Long Walk to Water (Module 1) material in a folder at home; do not throw it away. Get your Core Binder emptied (except for SS) and ready for Module 2 tomorrow.  Clean and organize your backpack and restock on supplies, if necessary.  Note:  Module 2 will require you to have an organized binder that is fairly large (1.5-2 inche

Turn in SS Workbook: Put all currently due assignment papers (Time Travel Packet, Final Draft Acrostic Poem, and Community Building Sketch) between pages 44 & 45 in your Workbook. Pass up. 1.      Opening A.     Entry Task: Preparing for End of Unit 3 Assessment (5 minutes) 2.      Work Time A.     End of Unit 3 Assessment (20 minutes) B.     Conventions in the Two-Voice Poem (10 minutes) 3.      Closing and Assessment A.     Review Learning Targets (10 minutes) 4.      Homework A.    Unsubmit your two-voice poem.  Revise it for conventions. Submit final draft of two-voice poem on Google Classroom and bring a printed copy to class tomorrow. Bring all two-voice poem work to turn in (Gathering Evidence graphic organizer, poem planner, final draft of the poem). B.     Practice reading your poem aloud before you come back to class. Reading it to your family would be a great way to share your work with them. C.   SS Lesson 6: Read Textbook pages 77-78 and com

Accelerated Language Arts 7-- Period 3 & 4 Weird thing: The Unit 3, Lesson 4 packet students will be using today was handed out to period 3 students on Friday, but not to period 4 students. Ooops! Please hand out a packet to each 4th period student as they enter the room today. Agenda: Ask students to work silently and independently on the entry task (the first page of the 3.4 packet). Discuss the Entry Task as a class.  Use the Cards of Fate to cold call on kids. Have students take out their Unit 3, Lesson 3 packet (it was homework) and turn to the planner they completed over the weekend.  If a student was absent or didn’t do it, I have left extra copies. They should complete it before working with a partner for Peer Critique. Review the Peer Critique Expectations and Directions on the second page of today’s packet.  Emphasize the importance of each expectation. Review the directions with them slowly and carefully, showing the students the rubric on the third

Getting into a good book and setting your AR Goal for Q2. https://quizlet.com/join/963JkSM2s Begin Q1 Reflection 1.     Opening A.     Review Model Poem and Learning Targets (10 minutes) 2.     Work Time   A.     Citations in the Two-Voice Poem (5 minutes) B.     Analyzing the Model Poem (15 minutes) C.     Planning the Two-Voice Poem (10 minutes) 3.     Closing and Assessment A.     Exit Ticket: Citing Your Sources (5 minutes)    4.     Homework A.     Finish poem planner and Works Cited list. B.    SS Quiz on Monday--study! C.    On Monday, be ready to t urn in SS Workbook, community building sketch, final draft poem, and Time Travel Packet. D.    Read a good book.

Social Studies Simulation: Time Travel •       I can explain how Park compares and contrasts Salva and Nya to convey ideas about how people survive in Sudan. *  I can plan and write a two-voice poem that compares and contrasts Salva and Nya to convey my own ideas about how people survived in the challenging environment of South Sudan.  1.      Opening A.    Entry Task: Preparing for Assessment (5 minutes) 2.      Work Time A.    Mid-Unit 3 Assessment (20 minutes) B.    Preparing to Write Two-Voice Poem (10 minutes) 3.      Closing and Assessment A.    Exit Ticket: What Is the Theme You Will Try to Convey in Your Poem? (10 minutes) 4.      Homework-- A.   Complete any Lesson 5 Textbook reading or Workbook pages you need to complete.  You need to have read Textbook pages 68--75 and completed Workbook pages 41--44, including the acrostic poem. Due Friday. B.      Set up a Quizlet account with your parents if you don't already have one.  Create

Social Studies Simulation: Time Travel 4.     Homework A.   Continue to organize your Core binder and review the work we did this week on juxtaposition.  B.    Set up a Quizlet account with your parents if you don't already have one.  Create a Quizlet set for Lesson 5 and be prepared to turn it in on Google Classroom THURSDAY at the start of class.  Enable sharing settings with your parent's permission or bring a note from home. Quizlet.com C.      Read a good book 

1.      Opening A.       Entry Task: Reviewing Juxtaposition (10 minutes) 2.      Work Time A.    Juxtaposition: Modeling and Guided Practice (15 minutes) B.    Juxtaposition: Partner Practice and Debrief (15 minutes) 3.      Closing and Assessment A. Turn and Talk (5 minutes) B.  SS Lesson 5 Launch: Review Agreements for Religious Studies         Introduction & Section 1 4.      Homework A.    Finish your Unit 3, Lesson 1 Packet.  Organize your Core binder to prepare for au open-note, open-book LA Quiz tomorrow on juxtaposition.       B.  SS Lesson 5: Complete Textbook p. 65-67 and Workbook p. 39-40       C.  Read a good book

TURN IN:  SS WORKBOOK--Move Post-It Flag to page 38 and pass up to your row leader. 1.     Opening A.    Take AR Quizzes/Check your grades/Make changes to your essay/study the Quizlet set linked below/check out or buy a book at the Book Fair/Return or renew library books/Read a good book (15 minutes) 2.     Work Time  (30 minutes) A.    Unsubmit your essay for the last time: Review MLA format Create a Works Cited Title of essay/title of novel Author Paragraphing  When you are done, print it, staple it, and give it to Ms. EL. 3.     Closing and Assessment A.    Turn and Talk: Reading Closely for Details (5 minutes) B.  Family FEUDalism C.  SS Quiz on Feudalism D.  If you finish early, you may read or work on homework. 4.     Homework A.    Finish the Graphic Organizer for the Two-Voice Poem; it's in your Unit 2, Lesson 17 Packet.  Add any info to this from the novel, your informational texts, or your own mind. B.  Read a good book.  Let'

Turn in the new copy of your essay. Watch this video: Do this skills check by yourself.  Check your answers when you finish to see what you got right or wrong. Apply these skills in your job as Reader 1. Grammar Edit using this form . 4.     Homework A. Read a good book.  Points due Friday. B. Finish making changes to your essay tonight.  You do not need to print anything; just unsubmit your work and make edits. C.  Study for tomorrow's quiz on Feudalism.

Turn in the printed copy of your essay. Peer Editing: In class, we will use this form Silent Work Time for corrections If you finish early, read a good book, take an AR test, get a new book, or begin homework. I can plan and write a two voice poem that compares and contrasts how Salva and Nya survived in the challenging environment of South Sudan. I can gather evidence from A Long Walk to Water for my two voice poem. 1.      Opening A.    Vocabulary Entry Task (10 minutes) 2.      Work Time A.    Introducing Performance Task and Selecting Organizing Ideas (15 minutes) B.    Gathering Textual Evidence from the Novel (15 minutes) 3.      Closing and Assessment A.    Turn and Talk (5 minutes) 4.      Homework A.    Reread Author’s Note in A Long Walk to Water ; complete vocabulary work and text-dependent questions (see Author’s Note homework assignment). B.  SS Workbook p. 38 C.  Add to your flash cards or Quizlet set (Who, What, When Where, Why, and

Use your Unit 2, Lesson 14 Packet to outline your introduction and your conclusion. Show Ms. EL Type them up.  Proofread them and see if you can find any run-ons or comma splices. When you're done, you can read, go to the library to check out a book/test Social Studies: Read Section 2--Textbook page 56 Section 2 Practice Section 2 in your Workbook--page 35 Complete Sections 3--6 in both your Textbook (page 57-63) and your Workbook (p. 36-37) Homework: Finish SS Workbook Sections 3--6: Textbook pages 57-63 and Workbook pages 36-37 Finish typing a complete rough draft.  Print out a copy to turn in to Ms. EL at the start of class tomorrow.  If you do not have printer access, come in before school or at break tomorrow. Read a good book; all points due Friday.

1.      Opening A.    Introducing Learning Targets (5 minutes) I can write an organized explanatory essay about the theme of survival in  A Long Walk to Water . I can write a compelling introduction and conclusion. B.    Review “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes) 2.      Work Time A.    Examining Introduction and Conclusion Criteria of NYS Rubric (10 minutes) B.    Planning Introduction and Conclusion Paragraphs (10 minutes) C.    Writing Introduction and Conclusion (15 minutes) 3.      Closing and Assessment A.    Checking in and Collecting Planning Materials and Drafts (5 minutes): Print your complete rough draft and turn it in.  Hit "submit" on Google Classroom. 4.      Homework  Read your good book this weekend.  Points due Friday.

Unit 2, Lesson 16 1.      Opening A.    Introducing Learning Targets (5 minutes) I can write an organized explanatory essay about the theme of survival in  A Long Walk to Water . In my essay, I can support my claim with details and quotes from the novel. I can identify a run-on and a comma splice and correct each in my own essay. B.    Review “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes) C.    Video on Run-ons and Comma Splices D.     Take this quiz & view your score when you're done.  Make sure you understand the concept. 2.      Work Time A.    Examining Introduction and Conclusion Criteria of NYS Rubric (10 minutes) B.    Planning Introduction and Conclusion Paragraphs (10 minutes) C.    Writing Introduction and Conclusion (15 minutes) 3.      Closing and Assessment A.    Checking in and Collecting Planning Materials and Drafts (5 minutes) B.     Social Studies Lesson 4 Launch C.     Time to return/renew b

Unit 2, Lesson 16 1.     Opening A.    Introducing Learning Targets (5 minutes) I can write an organized explanatory essay about the theme of survival in A Long Walk to Water . In my essay, I can support my claim with details and quotes from the novel. B.    Review “What Makes a Literary Analysis Essay Effective?” Anchor Chart (5 minutes) 2.     Work Time A.    Examining Introduction and Conclusion Criteria of NYS Rubric (10 minutes) B.    Planning Introduction and Conclusion Paragraphs (10 minutes) C.    Writing Introduction and Conclusion (15 minutes) 3.     Closing and Assessment A.    Checking in and Collecting Planning Materials and Drafts (5 minutes) 4.     Homework A.   Catch up on your drafting if necessary. Look over the model essay and "What Makes a Literary Analysis Essay Effective?" to help you improve your essay. B.    SS Lesson 4: Complete Workbook page 33. C.    Read your good book tonight.  Points due 10/11. D.    Print y

1.     Opening A.    Entry Task and Introducing Learning Targets (5 minutes) Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1) I can analyze the development of a theme or central idea throughout a literary text. (RL.7.2) I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2) I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.7.4) I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9) I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6) Supporting Learning Targets Ongoing Assessment •      I can organize my details from A Long Walk to Water so they support my claim/thesis. •      I ca